Independent learning as class preparation to foster student-centred learning in first-year engineering students

Pejuan, Arcadi; Antonijuan, J.

doi:10.1080/13596748.2019.1584447

Cited by 7 publications

(3 citation statements)

References 58 publications

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“…According to Barrineau et al (2009), motivated learners create challenges to learn from each other, hence planning, implementing and evaluating their learning achievements together. Macgowan and Wong (2017) and Zirkus and Morgan (2020) emphasise that collaborative learning is as valuable as individual progress; it increases self-confidence (Chen, 2020) and enhances personal potential (Pejuan & Antonijuan, 2019), and the teacher becomes a role model of appropriate respectful behaviour in the process (Apaydin & Seçkin, 2013). It is important to note that challenges enable a deeper understanding of the analysed phenomena and enhance the pupils' relation with the environment (Davis & Sumara, 2002;Kaukko & Wilkinson, 2020), whereas the purposeful choice of learning and behaviour can strengthen motivation (Anderson, 2016).…”

Section: Discussionmentioning

confidence: 99%

Implementing UDL: Development of Purposeful and Motivated Students

Stasiūnaitienė

Navaitienė

2021

Inclusive Learning and Educational Equity

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The assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.

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Section: Discussionmentioning

confidence: 99%

Implementing UDL: Development of Purposeful and Motivated Students

Stasiūnaitienė

Navaitienė

2021

Inclusive Learning and Educational Equity

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“…Remedial actions are also considered another way of fostering independent learning. Pejuan & Antonijuan (2019) gave remedial actions in the forms of active-learning components for undergraduate students said to have underdeveloped independent learning abilities. Those studies revealed that independent learning for university students is important and needs to be developed for further implementation.…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning strategy in learning activities of literal reading course to build learning independence

Nurjanah

2023

SALEE

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This study attempts to describe how a Self-regulated learning strategy is implemented in Literal Reading course learning activities based on the characteristics of each strategy phase: Forethought and Planning phase, Monitoring on Performance phase, and Reflection on Performance. This case-study research involves Literal Reading class as the lowest reading comprehension level. It is expected that the learning activities given in the activities meet the needs of reaching the objectives of Literal Reading and match the characteristics of each phase of the Self-regulated learning strategy. Forethought and Planning phase focuses on giving chances to students to get familiar with the materials by observing the learning objectives and plan on what they will do to reach the goals. Monitoring on the Performance phase works on how students can control their learning activities according to their preferences and strategies while allowing them to work with peers or have discussions with the lecturer. Reflection on Performance allows students to review any feedback or new information to plan better strategies in learning. The implications are discussed in the findings.

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“…Several previous studies have also been conducted to support this independence process for university students. For example, Pejuan and Antonijuan (2019) implemented remedial actions to foster students' independent learning skills. These actions were applied to first-year engineering students, with positive perceptions obtained towards learning independence.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions on learning independence: how self-regulated learning strategy helps?

Nurjanah

Mujiyanto

Pratama

et al. 2022

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This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.

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Independent learning as class preparation to foster student-centred learning in first-year engineering students

Abstract: , where he teaches Physics and related subjects since 1990. His main area of interest is efficiency and innovation in physics education.

Cited by 7 publications

References 58 publications

Implementing UDL: Development of Purposeful and Motivated Students

Implementing UDL: Development of Purposeful and Motivated Students

Self-regulated learning strategy in learning activities of literal reading course to build learning independence

Students’ perceptions on learning independence: how self-regulated learning strategy helps?

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